A. Students will be able to compose for particular audiences and purposes. In fulfilling this goal, I will be able to recognize the people and reason for a specific writing and address my work accordingly. One way in which this could be fulfilled is through the P.A.G.E (Purpose, Audience, Genre, Engagement) technique. A work that displays my use of this technique and therefore satisfies the goal would the interview with a professor assignment. Through this assignment, I learned of the various purposes and audiences for which a Psychology professor addresses their writing and I then needed to use this technique to construct a paper for my peers that informed them of the information I obtained via my interview with Dr. Johnson. RCarrollInterviewAssignment B. Students will be able to compose using language and conventions appropriate to genre. In order to satisfy the criteria of this goal, I must be able to choose effective words and phrases that compliment my specific genre. For example, if I were writing a diary entry, it would be acceptable to use slang and contractions if it is supposed to model the diary of an everyday person. However the use of contractions and slang would not be acceptable when used in a scholarly article or newspaper ad because that language does not coincide with “professional” piece of work. My example of using language and conventions appropriate to genre would be in my brochure when I used descriptive words that appealed to people’s senses and personal interests to intrigue them to visit Philadelphia. Travel brochures are meant to inform and intrigue and I feel that my use of language and conventions allowed my brochure to do that effectively. RCarrollMultigenre1Brochure C. Students will be able to read, select, and use evidence critically to formulate and support arguments. Being able to read, select, and use evidence critically to formulate and support arguments basically means that I will be able to research topics and based on the results, extract relevant/ important information that will help strengthen and validate my argument. Some tools and techniques that can aid you in fulfilling this goal include; FAQ-I sheets, logos/ pathos/ ethos, and group work. I personally found that my use of FAQ-I sheets best demonstrate the fulfillment of group C’s criteria in my work. The FAQ-I sheets helped me sift through an abundance of information and helped me organize the important information that I wanted to integrate into my genres to strengthen and support their arguments. D. Students will be able to interpret and compose in a variety of media and print/ non-print genres. In order to satisfy this goal, I must be able to understand the characteristics and criteria, as well as construct myself, a plethora of genres including anything from traditional research papers to brochures and TV ads. Some tools that may help to accomplish the criteria of this course goal include; smart moves, project genres, and C.R.A.P. (Contrast, Repetition, Alignment, Proximity). One of my genres that best displays the properties of C.R.A.P. and in turn satisfies group D’s conditions would be my “Timeline of Philly firsts”. This timeline uses all of the criteria of C.R.A.P to make a cohesive, yet easy-to-read and understand, composition of a lot of useful information. RCarrollMultiGenre2Timeline E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts. After learning different techniques and methods of writing enhancement, I will be able to effectively utilize a number of those devices and partnered with feedback from peers and professors, create and superior final project. Some tools and techniques including; drafts, peer review, revision sheet, and process journal, can all be very beneficial in fulfilling the criteria of this goal. I personally feel that peer review is the best demonstration of goal E in my work. Peer review was used in all my genres and it allowed for an outside perspective. I individually tried to utilize the various writing techniques and devices we learned in class and peer review allowed me to see if those techniques and devices were effectively executed in my work.
A. Students will be able to compose for particular audiences and purposes.
In fulfilling this goal, I will be able to recognize the people and reason for a specific writing and address my work accordingly. One way in which this could be fulfilled is through the P.A.G.E (Purpose, Audience, Genre, Engagement) technique. A work that displays my use of this technique and therefore satisfies the goal would the interview with a professor assignment. Through this assignment, I learned of the various purposes and audiences for which a Psychology professor addresses their writing and I then needed to use this technique to construct a paper for my peers that informed them of the information I obtained via my interview with Dr. Johnson.
RCarrollInterviewAssignment
B. Students will be able to compose using language and conventions appropriate to genre.
In order to satisfy the criteria of this goal, I must be able to choose effective words and phrases that compliment my specific genre. For example, if I were writing a diary entry, it would be acceptable to use slang and contractions if it is supposed to model the diary of an everyday person. However the use of contractions and slang would not be acceptable when used in a scholarly article or newspaper ad because that language does not coincide with “professional” piece of work. My example of using language and conventions appropriate to genre would be in my brochure when I used descriptive words that appealed to people’s senses and personal interests to intrigue them to visit Philadelphia. Travel brochures are meant to inform and intrigue and I feel that my use of language and conventions allowed my brochure to do that effectively.
RCarrollMultigenre1Brochure
C. Students will be able to read, select, and use evidence critically to formulate and support arguments.
Being able to read, select, and use evidence critically to formulate and support arguments basically means that I will be able to research topics and based on the results, extract relevant/ important information that will help strengthen and validate my argument. Some tools and techniques that can aid you in fulfilling this goal include; FAQ-I sheets, logos/ pathos/ ethos, and group work. I personally found that my use of FAQ-I sheets best demonstrate the fulfillment of group C’s criteria in my work. The FAQ-I sheets helped me sift through an abundance of information and helped me organize the important information that I wanted to integrate into my genres to strengthen and support their arguments.
D. Students will be able to interpret and compose in a variety of media and print/ non-print genres.
In order to satisfy this goal, I must be able to understand the characteristics and criteria, as well as construct myself, a plethora of genres including anything from traditional research papers to brochures and TV ads. Some tools that may help to accomplish the criteria of this course goal include; smart moves, project genres, and C.R.A.P. (Contrast, Repetition, Alignment, Proximity). One of my genres that best displays the properties of C.R.A.P. and in turn satisfies group D’s conditions would be my “Timeline of Philly firsts”. This timeline uses all of the criteria of C.R.A.P to make a cohesive, yet easy-to-read and understand, composition of a lot of useful information.
RCarrollMultiGenre2Timeline
E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
After learning different techniques and methods of writing enhancement, I will be able to effectively utilize a number of those devices and partnered with feedback from peers and professors, create and superior final project. Some tools and techniques including; drafts, peer review, revision sheet, and process journal, can all be very beneficial in fulfilling the criteria of this goal. I personally feel that peer review is the best demonstration of goal E in my work. Peer review was used in all my genres and it allowed for an outside perspective. I individually tried to utilize the various writing techniques and devices we learned in class and peer review allowed me to see if those techniques and devices were effectively executed in my work.